Parent decision-making about early childhood education: Reducing barriers to participation

2014 ◽  
Vol 18 (2) ◽  
pp. 22-27
Author(s):  
Linda Mitchell
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Barriers To Participation ◽  
Childhood Education ◽  
Parent Decision Making

scholarly journals Små barns medvirkning i samlingsstunder

2012 ◽  
Vol 5 ◽  
Author(s):  
Brit Johanne Eide ◽  
Ellen Os ◽  
Ingrid Pramling Samuelsson
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Everyday Life ◽  
Circle Time ◽  
Childhood Education ◽  
The Core ◽  
Rights Of The Child ◽  
Children’S Participation ◽  
Children's Participation

Title: Young children’s participation during circle time. Abstract: In day schedules of early childhood education, circle time has traditionally been one of the core situations. According to the Convention on the Rights of the Child, children should be given opportunity to influence their everyday life. This article presents an analysis of circle time in 8 toddler groups. The focus of the analysis is children’s opportunities to participate and take part in the process of decision-making during circle time. The results indicate that the toddlers take part in community of the group, but their opportunities to influence are limited.

scholarly journals Neuroscience: alloy for early childhood education

2020 ◽  
Vol 4 (1) ◽  
pp. 25-32
Author(s):  
Juana Maricela Quintana Loor ◽  
Jessica Lourdes Arteaga Mera ◽  
Luz Adriana Corrales Moreno ◽  
Josefa Katiuska Toala Palma ◽  
Lubis Carmita Zambrano Montes
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Research Paper ◽  
Childhood Education ◽  
The Brain

It is intended to carry out a tour about the influence of neuroscience in early childhood education. It is important that all teachers, especially those working with infants, can know the fundamental principles of neuroscience and how the brain learns; thus have sufficient resources for decision making in school classrooms. This research paper attempts to make an introduction about the topic to be addressed and its focus on early childhood education.

scholarly journals Challenges to the Process of Change, Transformation and Curriculum Decision-making in Early Childhood Education

2020 ◽  
Author(s):  
Patricia Ong ◽  
Claire McLachlan ◽  
Olivera Kamenarac
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Process Of Change ◽  
Childhood Education ◽  
Doctoral Research ◽  
Ethnographic Observation ◽  
Curriculum Decision Making ◽  
Change Transformation

The data presented in this paper is qualitative in nature and was obtained through ethnographic observation and participant interviews and arises from the first author's doctoral research.<br><div><br></div><div><br></div><div>Tables 1-3 - First author</div>

scholarly journals Implementação do direito de participação das crianças em contexto de jardim de infância: As perceções dos educadores

2016 ◽  
Vol 29 (2) ◽  
pp. 81 ◽  
Author(s):  
Luísa Lopes ◽  
Nadine Correia ◽  
Cecília Aguiar
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teacher Perceptions ◽  
Scoring System ◽  
Classroom Observation ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Children’S Participation ◽  
Children's Participation

Com este estudo, pretendeu-se desenvolver e avaliar as características psicométricas de uma medida de avaliação das perceções dos educadores de infância acerca da implementação do direito de participação em contexto de jardim de infância. Participaram 168 educadores de infância, sendo que, destes, 40 foram observados, em contexto de sala, com o Classroom Observation Scoring System (Pianta, La Paro, & Hamre, 2008). Identificámos dois componentes das perceções dos educadores acerca da participação das crianças: Expressão e Responsabilidade das Crianças e Tomada de Decisão pelo Adulto. A Tomada de Decisão pelo Adulto estava negativamente associada à qualidade das salas e às habilitações académicas dos educadores. Paralelamente, educadores do setor público obtiveram resultados mais elevados no componente Expressão e Responsabilidade das Crianças do que educadores do setor privado com fins lucrativos. Os dados obtidos fornecem evidências que suportam, moderadamente, a fidelidade e a validade da medida.Palavras-chave: direito de participação das crianças, questionário, perceções, jardim de infância ABSTRACTThe aim of this study was to develop and evaluate the psychometric properties of a measure designed to assess early childhood education teachers’ perceptions about the degree of implementation of children’s participation right in early childhood education. Participated in this study 168 preschool teachers, 40 of which were simultaneously observed, in their classrooms, with the Classroom Observation Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008). We identified two components of teachers’ perceptions of children’s participation: Children’s Expression and Responsibility and Decision Making by the Adult. Decision Making by the Adult was negatively associated with the domains of classroom quality measured through CLASS and with teachers education level. Teachers from public centers scored higher in Children’s Expression and Responsibility than teachers from private for-profit centers. Findings provide moderate evidence on the reliability and validity of the Assessment Questionnaire of Early Childhood Education Teachers’ Perceptions about Children’s Participation Right. Key-words: children’s participation right, questionnaire, teacher perceptions, early childhood education

scholarly journals Challenges to the Process of Change, Transformation and Curriculum Decision-making in Early Childhood Education

2020 ◽  
Author(s):  
Patricia Ong ◽  
Claire McLachlan ◽  
Olivera Kamenarac
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Process Of Change ◽  
Childhood Education ◽  
Doctoral Research ◽  
Ethnographic Observation ◽  
Curriculum Decision Making ◽  
Change Transformation

The data presented in this paper is qualitative in nature and was obtained through ethnographic observation and participant interviews and arises from the first author's doctoral research.<br><div><br></div><div><br></div><div>Tables 1-3 - First author</div>

scholarly journals Research–Practice Partnership: Application to Implementation of Multitiered System of Supports in Early Childhood Education

2019 ◽  
Vol 4 (1) ◽  
pp. 38-50 ◽  
Author(s):  
Howard Goldstein ◽  
Meaghan McKenna ◽  
Robert M. Barker ◽  
Tracye H. Brown
Keyword(s):  
Decision Making ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Outcome Data ◽  
Theory Of Change ◽  
Student Outcome ◽  
Research Practice ◽  
Childhood Education ◽  
Critical Elements ◽  
Implementation Plans

Purpose Research–practice partnerships (RPPs) offer a tool for identifying, generating, and implementing evidence-based strategies that improve practice, policies, and client outcomes. We offer a description of RPPs and elements that facilitate successful utilization. The origin of RPPs, various approaches, and anticipated barriers are discussed. We illustrate some of the challenges and rewards of establishing an RPP using an example of a project that sought to implement a multitiered system of supports among a variety of early childhood education classrooms in a large urban school district. Method A planning/leadership team established objectives and used surveys, focus groups, classroom observations, professional development records, and student outcome data to inform decision making. Results The district's progress in implementing multitiered system of supports in early childhood and ways in which implementation plans were modified as a result of data-based decision making are described. A number of unexpected obstacles interfered with original plans, requiring significant revisions in our theory of change and new strategies to overcome challenges. Conclusion This illustration helps elucidate critical elements of RPPs and highlights their applicability to researchers and practitioners in communication sciences and disorders.

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